Study 5: Values Alignment Study (VAS)

A research study which examines how classroom teachers of mathematics respond to the many unavoidable instances when they find themselves and their students valuing different attributes of mathematics learning.

Educators and their respective students come to class with their own aspects
of valuing and these are likely to be different. If values alignment helps to maintain a functioning
classroom environment, then educators and students will want to see one another’s values aligned
and in harmony.

(Kalogeropoulos, Russo, & Clarkson, 2021, p.329)

Leader:

Dr Penelope Kalogeropoulos (Monash University)

Research teams:

JurisdictionCIData
AustraliaDr Penelope Kalogeropoulos
Monash University
BruneiAssoc Prof Masitah Shahrill and Dr Nor Azura binti Hj Abdullah
Universiti Brunei Darussalam
Chinese mainlandProf Heng Jun TANG
Zhejiang Normal University
357
GhanaProf Ernest Kofi Davis
University of Cape Coast
2 000
Hong Kong SARDr Qiaoping ZHANG
The Chinese University of Hong Kong
155
JapanAssoc Prof KINONE Chikara
University of Miyazaki
1 444

Discussion paper

Instruments:

Questionnaire (student vers 4)

Questionnaire (teacher vers 4)

Questionnaire (student vers) – simplified Chinese

Questionnaire (teacher vers) – simplified Chinese

Questionnaire (student vers) – Korean

Questionnaire (teacher vers) – Korean

Questionnaire (student vers) – Portuguese

Questionnaire (teacher vers) – Portuguese

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